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Hasselgård, Hilde
(2024).
Temporal catenatives in English and Norwegian: Fiction, “non-fiction” and academic prose
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Hasselgård, Hilde; Čermáková, Anna; Malà, Markéta & Šebestová, Denisa
(2024).
Introduction.
I Čermáková, Anna; Hasselgård, Hilde; Malà, Markéta & Šebestová, Denisa (Red.),
Contrastive Corpus Linguistics. Patterns in Lexicogrammar and Discourse.
Bloomsbury Academic.
ISSN 978-1-3503-8593-1.
s. 1–10.
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Hasselgård, Hilde
(2023).
Corpus-based contrastive grammar studies: Some challenges and insights from crosslinguistic studies of adverbials.
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Ebeling, Signe Oksefjell & Hasselgård, Hilde
(2023).
Going places: English go and Norwegian gå – mutual correspondence and textual variation.
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Hasselgård, Hilde
(2022).
Adverbial modification of adjectives in young writers’ English (EL1 and EL2).
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Hasselgård, Hilde
(2022).
Concessive subordination in English and Norwegian
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Hasselgård, Hilde
(2021).
'Seem' and 'appear' and their Norwegian verbal counterparts: a cross-register contrastive study.
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Hasselgård, Hilde
(2021).
Periphrastic genitive constructions in English and Norwegian.
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Čermáková, Anna; Egan, Thomas Laurence; Hasselgård, Hilde & Rørvik, Sylvi
(2021).
Time in languages, languages in time.
I Čermáková, Anna; Egan, Thomas Laurence; Hasselgård, Hilde & Rørvik, Sylvi (Red.),
Time in Languages, Languages in Time.
John Benjamins Publishing Company.
ISSN 9789027209689.
s. 1–8.
Fulltekst i vitenarkiv
Vis sammendrag
This volume comprises a collection of contrastive studies on language and time. Languages represented include Czech, French, German, Mandarin, Norwegian and Swedish, all of which are contrasted with English. While the amount of published research on temporal relations in general is considerable, less work has been carried out on comparing how we talk about time in various languages and how languages change over time. Several methodological challenges are addressed and solutions proposed, such as how to deal with poor quality historical data and how to identify n-grams in typologically different languages for purposes of comparison. The results of the various studies show how multilingual corpora can increase our knowledge of language-specific features as well as linguistic, typological and cultural differences and similarities across languages.
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Hasselgård, Hilde
(2020).
Lexicogrammar Through Colligation: Noun + Preposition in English and Norwegian .
Vis sammendrag
This study uses sequences of PoS tags as a window into cross-linguistic syntactic differences. The selected tag sequence is noun plus preposition, most frequently realizing either noun with postmodifying PP or chance sequences of noun + PP with adverbial function, illustrated by (1) and (2) from the English-Norwegian Parallel Corpus (ENPC) on which this study is based. Both examples have congruent translations, indicating potential similarity between English and Norwegian PPs.
Nor did he enjoy his meetings with Dr Forestier… (BC1)
Han likte heller ikke konsultasjonene hos doktor Forestier …
Og han hadde lagt klærne på en stein mye lenger opp. (HW2)
And he had laid his clothes on a rock much nearer the grove.
The research questions are as follows:
What are the syntactic functions of PPs following a noun in Norwegian and English?
What meanings do the PPs convey?
Are there quantitative and qualitative differences between the languages?
To what extent are translations congruent?
English is expected to have more postmodifying PPs and Norwegian to have more adverbial PPs. This is based on a study of postmodifying of-phrases and their (frequently non-congruent) Norwegian correspondences (Hasselgård 2016). Furthermore, the claim that English is more nominal while Norwegian is more verbal/sentential (e.g. Nordrum 2007, Behrens 2014), might promote postmodifying PPs in English and clause-level adverbials in Norwegian.
A novelty of this study is its use of tag sequences as a starting point for the investigation, which has not been common in cross-linguistic corpus studies (though see Wilhelmsen 2019 and monolingual studies of L1 and L2 performance, e.g. Granger & Rayson 1998, Granger & Bestgen 2014).
Considering the high numbers of noun+preposition sequences in the ENPC and the need for manual post-processing of the data, random samples of 500 from either language were extracted through the Glossa search interface. As expected, the most important functions of the PPs were postmodifier and adverbial. The languages differ: in English the number of postmodifiers is about twice that of adverbials, but in Norwegian the number of adverbials is very close to that of postmodifiers. Other, infrequent, syntactic functions include complex prepositions and multi-word verbs not recognized by the tagger as such (e.g. in front of, legge merke til ‘make note of’). In addition there were some tagging errors concerning both nouns and prepositions.
Locative meanings are more frequent in Norwegian than in English in both adverbial and postmodifiying PPs. English has more PPs modifying support nouns (Sinclair 1991) and PPs in possessive constructions. Larger proportions of the English adverbials have temporal and manner meanings. Other meanings are more similarly distributed.
The degree of congruence in translation varies across translation directions and syntactic functions. Adverbials are translated congruently in 75-80% of the cases in both directions. Translations of postmodifiers are congruent more often from Norwegian to English (c. 75%) than from English to Norwegian (c. 55%). This indicates greater cross-linguistic differences in postmodifying than adverbial PPs.
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Hasund, Ingrid Kristine & Hasselgård, Hilde
(2019).
Writer/reader visibility in young learner writing. A study of the TRAWL corpus of secondary school texts.
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Hasselgård, Hilde
(2019).
Time adjuncts in English and Norwegian News discourse.
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Hasselgård, Hilde
(2019).
Idiomatikk på norsk og engelsk.
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Hasselgård, Hilde
(2019).
Time adverbials in news reports - a short-term diachronic study.
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Hasselgård, Hilde
(2019).
Stating the obvious: signals of shared knowledge in academic English by advanced learners.
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Hasselgård, Hilde
(2019).
Attribution in novice academic English.
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Hasselgård, Hilde
(2019).
Integrating contrastive and interlanguage corpus studies.
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Hasselgård, Hilde
(2019).
Corpus-based contrastive studies: beginnings, developments and directions.
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Hasselgård, Hilde
(2018).
Når det gjelder tema: Topikmarkører i norske og engelske akademiske tekster.
Vis sammendrag
Foredraget handler om en spesiell type setningstemaer, nemlig de som innledes med uttrykk som når det gjelder, med hensyn til, i forhold til, som illustrert i (1) og (2). Slike uttrykk markerer det eksperiensielle temaet eksplisitt, og jeg vil derfor bruke termen topikmarkør om dem.
1. Når det gjelder ordfølgen i Holbergs prosa, finner vi både direkte og invertert ordstilling godt belagt, … (KIAP-NO)
2. I forhold til den fullstendige, dynamiske relasjonen kan (3.1) da sies å lide av utelatte variabler. (KIAP-NO)
Halliday nevner så vidt slike uttrykk i forbindelse med identifisering av topik når han skriver at eksperiensielt tema noen ganger blir annonsert eksplisitt ved hjelp av uttrykk som as for, with regard to (1994, 39). Syntaktisk sett er slike temaer adjunkter (av typen ‘matter’/‘sak’), og derfor markerte. Markeringen er både syntaktiskog tekstuell: topikmarkørene fremhever setningens tema og i tillegg at temaet er nytt eller innebærer en kontrast til, eller fortsettelse av, den foregående konteksten.
Eksempel (3) og (4) viser to engelske setninger med topikmarkører. I foredraget vil jeg se nærmere på distribusjonen og funksjonen til disse markørene i både norsk og engelsk.
3. In terms of ESL materials, there is still not yet a book available on thesis and dissertation writing… (KIAP-ENG)
4. In the case of New Zealand, this stage would have lasted until approximately 1860. (KIAP-ENG)
Tidligere studier jeg har gjort antyder at tematiske saksadjunkter, og dermed topikmarkører, er mer vanlige på norsk enn på engelsk – i alle fall bruker norske studenter dem mer enn britiske studenter i sine akademiske tekster på engelsk (Hasselgård, under utgivelse a og b). For å undersøke fenomenet nærmere, bruker jeg to korpuser: Engelsk-norsk parallellkorpus (ENPC), som inneholder originaltekster og oversettelser på både engelsk og norsk, og KIAP-korpuset, som inneholder akademiske artikler på engelsk og norsk innen lingvistikk, medisin og økonomi. Førstnevnte brukes for å etablere et sett av tilsvarende topikmarkører på norsk og engelsk. De mest frekvente markørene danner grunnlag for den egentlige undersøkelsen, hvor jeg ser på hvordan disse brukes i akademiske artikler på engelsk og norsk. Problemstillingene er følgende:
Hvor frekvente er topikmarkører i engelske og norske akademiske tekster?
Er det forskjeller mellom disiplinene i hvilke uttrykk som blir brukt?
Hva er de tektstuelle funksjonen(e) til saksadjunktene som fungerer som markert tema? Hva slags likheter og forskjeller finnes det mellom språk og mellom disipliner?
LITTERATUR
Halliday, M.A.K. 1994. An Introduction to Functional Grammar. London: Arnold.
Hasselgård, Hilde (under utgivelse). Phraseological teddy bears: frequent lexical bundles in academic writing by Norwegian learners and native speakers of English. Kommer i M. Mahlberg & V. Wiegand (red.), Corpus Linguistics, Context and Culture. Berlin: De Gruyter.
Hasselgård, Hilde (2018). Language contrasts, language learners, and metacognition. I Å. Haukås, C. Bjørke and M. Dypedahl (red.), Metacognition in Language Learning and Teaching. Routledge.
KORPUSMATERIALE
Engelsk-norsk parallellkorpus: http://www.hf.uio.no/ilos/tjenester/kunnskap/sprak/omc/enpc/
KIAP-korpuset: http://www.uib.no/fremmedsprak/23107/kiap-korpuset
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Hasselgård, Hilde
(2018).
Corpus-based contrastive studies: beginnings, developments and directions.
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Hasselgård, Hilde
(2018).
"The nature of the essays". The colligational pattern ‘the N of the N’ in L1 and L2 academic English.
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Hasselgård, Hilde
(2017).
Phraseological teddy bears: Lexical bundles in academic writing by Norwegian learners and native speakers of English.
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Hasselgård, Hilde
(2017).
Corpus-based contrastive analysis: some methodological issues and a talking case study.
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Hasselgård, Hilde
(2017).
Writing different types of texts with structure and coherence suited to the purpose and situation.
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Hasselgård, Hilde & Ebeling, Signe Oksefjell
(2017).
The interfaces between LCR and contrastive analysis. A parallel contrastive experiment.
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Hasselgård, Hilde
(2017).
Idiomaticity in English and Norwegian: combining contrastive and interlanguage corpus studies.
Vis sammendrag
I will present some features of the project “Idiomaticity in English and Norwegian – A corpus-based approach”, discussing benefits as well as challenges of combining contrastive analysis with learner language analysis, as in the Integrated Contrastive Model (Granger 1996, Gilquin 2000/2001). Much previous contrastive and interlanguage research deals with individual lexemes or grammatical constructions. In contrast, the Idiomaticity project focuses on lexicogrammatical patterns, as phraseology is expected to (and to some extent has been shown to) vary across both languages and proficiency levels. I will further discuss the usefulness – and the feasibility – of adding a register dimension to the comparison. Finally I will show a case study, starting from the relatively frequent English 4-gram in the case of as an illustration of how the model can work.
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Hasselgård, Hilde
(2017).
Indefinite subjects in English and Norwegian.
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Hasselgård, Hilde
(2017).
Learner Corpus Research. What corpora can tell us about learner language, with special reference to some phraseological issues.
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Hasselgård, Hilde
(2017).
Korpus og fremmedspråksundervisning.
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Hasselgård, Hilde
(2017).
Å bruke korpus i engelskundervisningen - og om hva korpus kan fortelle oss om engelsklæring.
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Hasselgård, Hilde
(2017).
Indefinite subjects in English and Norwegian.
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Hasselgård, Hilde
(2015).
English-Norwegian contrasts and learner English.
Vis sammendrag
The main subject area “Language learning” in the curriculum for English states that learners should be able to see “relationships between English, one's native language and other languages”, presumably to facilitate English language learning. I will look into some areas where Norwegian and English are different and discuss how awareness of such differences can be beneficial to learners. Arguably, if knowledge about relationships between languages is to work as a strategy for learning English, learners need to be aware of relationships between linguistic forms and their meanings and functions.
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Hasselgård, Hilde & Ebeling, Signe Oksefjell
(2015).
The Norwegian component of the VESPA corpus – compilation, annotation and use.
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Hasselgård, Hilde
(2015).
Lexical patterns of place in English and Norwegian.
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Hasselgård, Hilde
(2014).
The way of the world: the collocational framework “the N1 of the N2” and its Norwegian correspondences.
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Hasselgård, Hilde
(2014).
Adverbial clauses in English and Norwegian.
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Hasselgård, Hilde
(2014).
“Phraseological teddy bears” - Frequent lexical bundles in academic writing by Norwegian learners and native speakers of English.
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Hasselgård, Hilde
(2013).
Discourse-structuring functions of initial adverbials in English and Norwegian news and fiction.
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Ebeling, Signe Oksefjell & Hasselgård, Hilde
(2013).
Learners’ and native speakers’ use of recurrent word-combinations across disciplines.
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Hasselgård, Hilde
(2013).
The usefulness of a meaning-based functional grammar for applied contrastive analysis.
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Hasselgård, Hilde
(2013).
Additive conjunction across languages: /dessuten/ and its correspondences in English and French.
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Hasselgård, Hilde
(2013).
Metadiscourse in novice academic English.
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Hasselgård, Hilde
(2013).
Jim Feist: Premodifiers in English. Their structure and significance.
ICAME Journal.
ISSN 0801-5775.
37,
s. 212–217.